Social partners in education and training: From policy development to implementation
Social partners are key players in the development of vocational education and training. It is a widely supported statement in the European Union and its member states. However, it is easier said than done. The transition economies of South Eastern Europe are only slowly recovering and most companies are fragile and having mainly short-term visions and perspectives. Because investing in education and training is leading to longer-term results, companies and their representing social partners do not consider it as a high priority. How can the general idea to promote social partnership in South Eastern Europe be given shape and should social partners be involved in all parts of the policy design and policy development processes? The ETF carried out a peer learning exercise in 2008 focussing on the role of social partners in education and training in the construction and tourism sectors in Croatia, the former Yugoslav Republic of Macedonia, Serbia and Turkey. This report aims to illuminate the issues discussed as well as it is an evidence of the insights and reflections of the peers. It should be seen also as a possible tool to support the stakeholders’ capacities to formulate and implement systemic education reform policies, where the added value is the participation of social partners in the reform agenda in each country.
Social partners are key players in the development of vocational education and training. It is a widely supported statement in the European Union and its member states. However, it is easier said than done. The transition economies of South Eastern Europe are only slowly recovering and most companies are fragile and having mainly short-term visions and perspectives. Because investing in education and training is leading to longer-term results, companies and their representing social partners do not consider it as a high priority. How can the general idea to promote social partnership in South Eastern Europe be given shape and should social partners be involved in all parts of the policy design and policy development processes?
The ETF carried out a peer learning exercise in 2008 focussing on the role of social partners in education and training in the construction and tourism sectors in Croatia, the former Yugoslav Republic of Macedonia, Serbia and Turkey. This report aims to illuminate the issues discussed as well as it is an evidence of the insights and reflections of the peers. It should be seen also as a possible tool to support the stakeholders’ capacities to formulate and implement systemic education reform policies, where the added value is the participation of social partners in the reform agenda in each country.
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